Helmi, Silvia
(2024)
Implementation and Teacher’s Perception of English as
Content-Based Instruction in Senior High Schools.
Skripsi thesis, Fakultas Bahasa dan Seni.
Abstract
Content used in teaching the language is important. Hence, teachers have to pay
attention to the content selected they use in the learning process. Therefore, this
study aimed to identify the implementation of content-based instruction and teacher
perception especially, the benefits and challenges of implementing this instruction.
Descriptive research was used in this study, seven English teachers from five senior
high schools in West Sumatera participated in this study. The data were collected
through the observation checklist proposed by Peachey (2003) as the suggestion for
the implementation of CBI, observation, video recording, and semi-structured
interviews. The finding of this analysis shows that various texts in this case
classified as content were used in teaching English based on needs and rules in the
curriculum. In addition, the teachers believed that implementing CBI in classroom
activities gave benefits to the students by encouraging student involvement in the
learning process, and at the same time the students can learn independently.
Utilizing CBI also enhances student background knowledge about related subjects
or topics and at the same time it can increase their language skill. CBI also believes
that instruction can develop students' academic skills and thinking skills, and they
have the opportunity to work in a group to train them to use the target language.
Besides the benefits, the teacher also faced challenges in implementing CBI such
as content as the source of language input but the students have to emphasize the
language from the explanation by the teacher. Besides, it also reported that the
limitation of students’ language made them cannot reexplain the information in
their own words and tent to copy from the content given.
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